TEY 13.2

M ost people agree that, in today’s rapidly changing world, the need to address climate change is more urgent than ever. As we witness the effects of environmental challenges unfolding globally, the role of education in shaping young minds towards sustainability becomes increasingly important. But I am often disappointed when I introduce the subject of teaching climate education in early years; people are dismissive of the impact it can have, or worse, they underestimate young children’s ability to engage in “big” subjects. At Learning through Landscapes (LtL), we’ve been thinking a lot about what good climate education looks like in the early years. In 2023, the Department for Education announced the launch of the National Education Nature Park, led by the Natural History Museum working with the Royal Horticultural Society. Since then, over 2,200 schools, colleges and early years settings have signed up to join a national network of green spaces by improving their schools, colleges and settings for both people and wildlife. LtL is delighted to be the project’s lead on early years engagement and resource development. As Ali Aspin, LtL’s early years development lead, explains, “These resources are designed to empower CARLEY SEFTON IS CEO OF LEARNING THROUGH LANDSCAPES Cultivating green minds Teaching young children about climate change might seem daunting, but it’s something that every setting can and should embrace, says Carley Sefton … By empowering children to engage with the natural world, we lay the foundation for a sustainable future children to make positive green change to their setting by assessing what they have in place already, planning green interventions, and finally taking part in making a change. Many of the green interventions that early years children can take part in are changes that continue to be open-ended learning opportunities – all of which meet and exceed the early learning goals, improve nature connectedness, and By developing nature connectedness at a young age, children are more likely to carry positive environmental behaviours into their later lives. Indeed, UNICEF’s 2022 report Early Childhood Development and Climate Change states: “The voice of young children remains the most under-represented in most of the decision fora. This presents us with a unique opportunity to shift the leave children with a hopeful outlook on being the change they wish to see in the world.” POSITIVE THINKING Unfortunately, we have encountered some negativity regarding teaching climate change to young children and the impact this could have on climate anxiety. But all the evidence suggests that the more understanding and agency children have, the more they feel able to deal with their concerns. 24 Teachearlyyears.com